Observation/Reflection #1: Starting From the Beginning How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what you read in "Teach Like a Pirate”?
For this reflection, I observed Peter McFarland, 7th grade Science teacher at Barrington Middle School. He is also responsible for a Language Arts class. Prior to class beginning, Mr. McFarland was reviewing emails from the school administration and updating his class web page to reflect the material that would be covered that day. This allowed students and parents to keep track of progress and to complete assignments in case of absence. Mr. McFarland maintained a section of the whiteboard with a “Do Now” activity – activities for students to complete upon entry to the classroom without further instruction. On the date of observation, students were required to compare their metric conversion homework answers with one another. During this time, the teacher circulated around the room with an answer key, checking on the students’ consensus answers and correcting as necessary. Once complete, students placed their graded and corrected homework into their assigned organizer on the teacher’s desk. The teacher then asked students to take out the introductory sheet they had read regarding pendulums. Students had completed a “close read” and were encouraged to ask any questions they had. Mr. McFarland reviewed the concept of variables and helped students retrieve prior knowledge of pendulums in their experience – from the Newton’s Ladder desk toy, to swing sets, baby cradles, and wall clocks.
In his over 24 years of teaching, Mr. McFarland has developed quite a repertoire of methods for classroom management and student engagement. Many are in keeping with the recommendations of “Teach Like a Pirate”, including his passion for teaching, his rapport with his students, and his enthusiasm for science content. His ideas for starting the class and helping students self-assess their readiness for increasingly difficult aspects of the topic under study are superb. One crucial reason he is able to maintain his excitement is the amount of autonomy afforded him by the district. He is able to present required curriculum topics at his own pace, using his own methods and materials; this allows him to pursue new avenues of approach to teaching which keeps his classroom “fresh” for both him and his students. I can only hope I have the same opportunities in my career.
How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what you read in "Teach Like a Pirate”?
For this reflection, I observed Peter McFarland, 7th grade Science teacher at Barrington Middle School. He is also responsible for a Language Arts class. Prior to class beginning, Mr. McFarland was reviewing emails from the school administration and updating his class web page to reflect the material that would be covered that day. This allowed students and parents to keep track of progress and to complete assignments in case of absence. Mr. McFarland maintained a section of the whiteboard with a “Do Now” activity – activities for students to complete upon entry to the classroom without further instruction. On the date of observation, students were required to compare their metric conversion homework answers with one another. During this time, the teacher circulated around the room with an answer key, checking on the students’ consensus answers and correcting as necessary. Once complete, students placed their graded and corrected homework into their assigned organizer on the teacher’s desk. The teacher then asked students to take out the introductory sheet they had read regarding pendulums. Students had completed a “close read” and were encouraged to ask any questions they had. Mr. McFarland reviewed the concept of variables and helped students retrieve prior knowledge of pendulums in their experience – from the Newton’s Ladder desk toy, to swing sets, baby cradles, and wall clocks.
In his over 24 years of teaching, Mr. McFarland has developed quite a repertoire of methods for classroom management and student engagement. Many are in keeping with the recommendations of “Teach Like a Pirate”, including his passion for teaching, his rapport with his students, and his enthusiasm for science content. His ideas for starting the class and helping students self-assess their readiness for increasingly difficult aspects of the topic under study are superb. One crucial reason he is able to maintain his excitement is the amount of autonomy afforded him by the district. He is able to present required curriculum topics at his own pace, using his own methods and materials; this allows him to pursue new avenues of approach to teaching which keeps his classroom “fresh” for both him and his students. I can only hope I have the same opportunities in my career.